copyright (c) 2003 allyn & bacon planning and grouping strategies for special learners this...

copyright (c) 2003 Allyn & Bacon

Planning and Grouping Strategies for Special Learners

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Chapter 7


The Planning Process

Preplanning (advance preparation)

Interactive Planning (monitoring students & adapting plans to meet their needs)

Postplanning (follow-up and reflection)


Factors that Influence Planning

Teacher related factors

You as a planner for all students in the class

Student related factors

Who students are, how they learn, and how they respond

Topic related factors

What you are teaching

Environment-related factors

The context in which you teach


ReflActive Planning Process

SMARTER– Select– Map– Analyze– Reach– Teach– Evaluate– Reevaluate and revise


Community of Learners

How can I nurture the community of learners?

How can I include everyone in the learning process?

How can I determine strengths/resources of everyone?

How can I circumvent/compensate for limitations of participants?


Course Launching

Develop Rapport with students

Communicate course goals and expectations

Describe classroom routines and procedures

Generate enthusiasm and interest


Target Students

Focus on students’ individual needs

Keep students in mind when planning

Identifying target students….a practical, realistic technique that helps make teaching more sensitive to diversity.


Course Maintenance and Closure

Revisits course map to make sure everything is on track

Make revisions as necessary

Evaluate the course and discuss issues related to learning community and how well goals were achieved


Establishing the Big Picture

U n it P lan n in g

W ha t SO ME students w ill lea rn(top of pyram id)

W ha t MO ST students w ill lea rn(m iddle of pyram id)

W ha t ALL students w ill lea rn(bottom of pyram id)

Instructional UnitPlanning Pyram id


Monitoring Student Learning

Informal member checks

Think-Pair-Share

Collaborative open-note quizzes


Same Ability Grouping—Criticisms

Same-ability grouping can “widen the gap between high and low achievers (Slavin, 1987)

Restrict friendship choices (Hallinan & Sorensen, 1985)

Lower the motivation and self-esteem of low-achieving students (Oakes, et al., 1991)

Quality of instruction is frequently inferior (Goodlad, 1984; Hiebert, 1983)


To Overcome Criticisms:

Best quality instruction to ALL Students

Engage in multiple grouping formats

Ongoing Progress monitoring and regrouping students

Opportunities for ALL members of class to work together throughout the day


Multiple Grouping Formats

No one “best” grouping pattern BUT

– Small group sizes ARE associated with improved outcomes for students especially for students with disabilities (Elbaum, Vaughn, et al., 1999)


Principles for Multiple Grouping Formats (Unsworth, 1984; Vaughn, Hughes & Moody & Elbaum, 2001)

No permanent groups

Groups are designed to meet students’ learning needs

Whole class instruction is not the dominant grouping format


More Principles of Multiple Grouping Formats

Students are assigned to groups based on– Their learning needs– Purpose of instruction– Other goals as considered by the teacher

Students are occasionally provided instruction one-on-one

Students are taught to work in small cooperative groups as well as teacher-led ones


Things to Consider When Planning Multiple Grouping Structures

Best group size for lesson

Best group size for follow-up activities

Best composition of learners

Materials that will be needed

Teacher-led groups, student-led or cooperative

Room

set-up for grouping plan

Ensuring quick and smooth transitions

Issues related to students’ behavior and social needs


Whole-Class Grouping Allows for

Building classroom community Establishing classroom routines Introducing new units of study, skills and

concepts Conducting whole-class discussions Developing common experiences Listening to guest speakers Viewing educational videos


Small Groups Allow for

Conducting mini-lessons on an as-needed basis

Completing a project Preparing a presentation for the class Completing a follow-up assignment Practicing new skills Discussing a reading assignment


Group Students according to:

Interest Skills to be learned English proficiency Level of basic skills Prior knowledge Student-selection Teacher assignment


Cooperative Learning Groups(Goor & Schwenn, 1993)

Working together towards a common goal:– Teams are formed to maximize heterogeneity

– Positive interdependence through shared goals/rewards

– Establishing management systems to maximize learning

– Room is arranged to facilitate small-group activity

– Students are taught skills necessary to cooperate

– Structure of each activity is chosen to match the goals of the lesson.


Cooperative Learning and Students with Disabilities (Gillies & Ashman, 2000; Goor & Schwenn, 1993; Pomplun, 1997)

Explain how to behave

Establish ways students can maximize learning and are not penalized for what they can’t do

Assign roles and groups carefully, and provide clear guidelines

Prepare others to support learning for all members of the group

Develop signals for students who have difficulty staying on-task

Monitor students consistently


Monitoring Student Progress

Establish benchmarks

Identify instructional goals and plan instruction

Group students to meet instructional goals and needs

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